Human factors affect the quality of cardiopulmonary resuscitation in simulated cardiac arrests

Marsch, Stephan; Müller, Christian; Marquardt, Katja; Conrad, G.; Tschan, Franziska; Hunziker, Patrick

doi:10.1016/j.resuscitation.2003.08.004

Cited by 279 publications

(185 citation statements)

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“…It not only improves the team's functioning, it improves the quality of the end-product of the team's work (Helmreich 1997;Hamman 2004). Only recently has medicine started to recognize this fact, and started teaching physicians to be effective team leaders (Howard et al 1992;Reznek et al 2003;Marsch et al 2004). It has been shown that teams who function with an effective team leader adhere more closely to established protocols, sustain fewer medical errors, and as a result, have a more favourable outcome for their patients, both simulated and real (Hoff et al 1997;Cooper & Wakelam 1999;Morey et al 2002;Devita et al 2004Devita et al , 2005Marsch et al 2004).…”

Section: Introductionmentioning

confidence: 99%

Development of a leadership skills workshop in paediatric advanced resuscitation

2007

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Background: Paediatric residency programs rarely prepare trainees to assume resuscitation team leadership roles despite the recognized need for these skills by specialty accreditation organizations. We conducted a needs-assessment survey of all residents in the McGill Pediatric Residency Program, which demonstrated that most residents had minimal or no experience at leading resuscitation events and felt unprepared to assume this role in the future. Aims: We developed an educational intervention (workshop) and evaluated immediate and long term learning outcomes in order to determine whether residents could acquire and retain team leadership skills in pediatric advanced resuscitation. Methods: Fifteen paediatric residents participated in a workshop that we developed to fulfill the learning needs highlighted with the needs assessment, as well as the Objectives of Training in Pediatrics from the Royal College of Physicians and Surgeons of Canada. It consisted of a plenary session followed by 2 simulated resuscitation scenarios. Team performance was evaluated by checklist. Residents were evaluated again 6 months later without prior interactive lecture. Learning was also assessed by self-reported retrospective pre/post questionnaire. Conclusions: Residents acquired resuscitation team leadership skills following an educational intervention as shown by both observational checklist scores and self-reported survey. The six-month follow-up evaluation demonstrated skill retention beyond the initial intervention. A control group suggested that these results were due to completion of the first workshop.

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Section: Introductionmentioning

confidence: 99%

Development of a leadership skills workshop in paediatric advanced resuscitation

2007

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“…Die Leistung von Reanimationsteams verbessert sich in realen Reanimationen, aber auch in simulierten ALS-Krankenhausszenarien, wenn spezielle Team-oder Führungstrai-nings in die ALS-Kurse integriert werden [937][938][939][940][941]. Im Gegensatz zum SzenarioTraining ohne Debriefing erfolgen wäh-rend des Debriefings Reflexion und Lernen [942].…”

Section: Training Von Nicht Technischen Fertigkeiten ("Non-technicalunclassified

Kurzdarstellung

Monsieurs

Nolan

Bossaert

et al. 2015

Notfall Rettungsmed

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“…Therefore, we chose to use the entire code team, rather than the team member, as the unit of assessment. The code management literature, which suggests that team cohesiveness affects outcome more significantly than individual performance, 21,22 supported this decision. During tool development, we assessed the ACGME core competencies (patient care, medical knowledge, practicebased learning and improvement, interpersonal and communication skills, professionalism, and systems-based practice 23 ) as they related to code team skill.…”

Section: Tool Developmentmentioning

confidence: 97%

A Multirater Instrument for the Assessment of Simulated Pediatric Crises

Calhoun¹,

Boone²,

Miller³

et al. 2011

Journal of Graduate Medical Education

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Background Few validated instruments exist to measure pediatric code team skills. The goal of this study was to develop an instrument for the assessment of resuscitation competency and self-appraisal using multirater and gap analysis methodologies. Methods Multirater assessment with gap analysis is a robust methodology that enables the measurement of self-appraisal as well as competency, offering faculty the ability to provide enhanced feedback. The Team Performance during Simulated Crises Instrument (TPDSCI) was grounded in the Accreditation Council for Graduate Medical Education competencies. The instrument contains 5 competencies, each assessed by a series of descriptive rubrics. It was piloted during a series of simulation-based interdisciplinary pediatric crisis resource management education sessions. Course faculty assessed participants, who also did self-assessments. Internal consistency and interrater reliability were analyzed using Cronbach α and intraclass correlation (ICC) statistics. Gap analysis results were examined descriptively. Results Cronbach α for the instrument was between 0.72 and 0.69. The overall ICC was 0.82. ICC values for the medical knowledge, clinical skills, communication skills, and systems-based practice were between 0.87 and 0.72. The ICC for the professionalism domain was 0.22. Further examination of the professionalism competency revealed a positive skew, 43 simulated sessions (98%) had significant gaps for at least one of the competencies, 38 sessions (86%) had gaps indicating self-overappraisal, and 15 sessions (34%) had gaps indicating self-underappraisal. Conclusions The TPDSCI possesses good measures of internal consistency and interrater reliability with respect to medical knowledge, clinical skills, communication skills, systems-based practice, and overall competence in the context of simulated interdisciplinary pediatric medical crises. Professionalism remains difficult to assess. These results provide an encouraging first step toward instrument validation. Gap analysis reveals disparities between faculty and self-assessments that indicate inadequate participant self-reflection. Identifying self-overappraisal can facilitate focused interventions.

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Human factors affect the quality of cardiopulmonary resuscitation in simulated cardiac arrests

Cited by 279 publications

References 8 publications

Development of a leadership skills workshop in paediatric advanced resuscitation

Development of a leadership skills workshop in paediatric advanced resuscitation

Kurzdarstellung

A Multirater Instrument for the Assessment of Simulated Pediatric Crises

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